Adventures in Music

Six Flags Over Texas

Dear Teachers,

The musicians and staff of the Fort Worth Symphony are eager to share our love of symphonic music with you and your students this school year! We’ll discover the six nations whose flags have flown over the Lone Star State in Six Flags over Texas, and we’ll sample the music of each nation – from France and Spain to the Republic of Texas and the United States – as we review the history of our home state. The program includes the following works:

Penella: El Gato Montes Bizet: Farandole from L’arlesienne Suite No. 2 Guízar: Guadalajara Swander: Deep in the Heart of Texas Traditional: When Johnny Comes Marching Home Sousa: The Stars and Stripes Forever

The materials in the study guide bring together many disciplines including reading, history, geography, and cultural studies. The materials meet multiple TEKS objectives, as listed on the next page.

Please contact me with any questions. We look forward to performing for you and your students!

Warm regards,Lindsey Stortz BranchDirector of Education & Community ProgramsFort Worth Symphony Orchestra Association817.665.6500, ext. 102LBranch@fwsymphony.org www.fwsymphony.org

These materials are for educational use only in connection with the Adventures in Music Program of the Fort Worth Symphony Orchestra.

Table of Contents

TEKS Objectives 4

El Gato Montes 5 Pasodoble Dance 6

Farandole from “L’arleseinne Suite 2” 7 Dance the Farandole 8 March of the Kings Music 10

Guadalajara 11 Guadalajara Lyrics 12 Mariachi 13

Deep in the Heart of Texas 14 Deep in the Heart of Texas Lyrics and Movement 15

When Johnny Comes Marching Home 16 When Johnny Comes Marching Home Lyrics 17 Civil War 18 Stars and Stripes Forever 19 Stars and Stripes Lyrics 20 Stars and Stripes Percussion Music 21

Meet the Orchestra Strings 23 Woodwinds 24 Brass 25 Percussion 26

Musical Terms Members of the Orchestra 27 Other Musical Terms 28

TEKS Objectives for Six Flags Over TexasLate Elementary (4-5)

Chapter 110, Language Arts and Reading: 15b.2, 16b.2 – Reading/Vocabulary Development. Student understands new vocabulary and uses it correctly when reading and writing; 15b.3, 16b.3 – Reading/Comprehension of Literary Text/Theme and Genre. Student analyzes, makes inferences and draws conclusions about theme and genre in different cultural, historical, and contemporary contexts and provides evidence from the text to support his/her understanding. 15b.10, 16b.10 – Reading/Comprehension of Informational Text/Culture and History. Student analyzes, makes inferences and draws conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provides evidence from the text to support his/her understanding. 15b.11, 16b.11 – Reading/Comprehension of Informational Text/Expository Text. Student analyzes, makes inferences and draws conclusions about expository text, and provides evidence from text to support his/her understanding. 15b.14, 16b.14 – Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. 15b.27, 16b.27 – Listening and Speaking/Listening. Student uses comprehension skills to listen attentively to others in formal and informal settings.

Chapter 113, Social Studies: 15b.2, 15b.3, 15b.4, 16b.1, 16b.4 – History. Student understands the causes and effects of European exploration and colonization of Texas and North America; the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States; the political, economic, and social changes in Texas during the last half of the 19th century. 15b.6, 16b.6 – Geography. Student uses geographic tools to collect, analyze, and interpret data. 15b.19, 16b.21, 16b.22 – Culture. Student understands the contributions of people of various racial, ethnic, and religious groups to Texas; the relationship between the arts and the times during which they were created. Chapter 117, Music: 115b.1, 118b.1 – Foundations: music literacy. Student describes and analyzes musical sound. 115b.5, 118b.5 – Historical and cultural relevance. Student relates music to history and cultures. 115b.6, 118b.6 – Critical evaluation and response. Student listens to, responds to and evaluates music and musical performance.

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These materials are for educational use only in connection with the Adventures in Music Program of the Fort Worth Symphony Orchestra.

El Gato Montes

Manuel Penella — Composer(1880—1939)

- Born in Valencia, Spain- Son of the composer and director of the city conservatory, Manuel Penella Raga- He was a violinist until he hurt his left hand, then became a composer- Travelled with opera companies all over the world in his adult lifeSpecial points of interest:

- El Gato Montes means The Wild Cat

- Played in New York to a sold-out crowd for 10 weeks El Gato Montes (The Wild Cat) is Manuel Penella’s most popular

work. It is a Zarzuela, a Spanish opera that mixes European traditions with Spanish folk culture. El Gato Montes is a favorite work of Placido Domingo, who championed its return to the stage in the 1990’s. It was first performed in this country in its original language in 1994.

The Pasodoble takes place in act two of the opera. In this scene, Rafael, one of two suitors hoping to win the hand of Solea, prepares to fight six bulls. Pasodobles are traditionally used as entrance music for the bullfighters.

About the Music

The Spanish Flag flew over Texas from 1519 to 1821.

The first explorations into Texas were by the Spanish. The first was a map-making expedition in 1519 led by Alfonso Alvarez de Pineda and Cabeza de Vaca. Spain was forced to relinquish its control of Texas in 1821, when Texas became a province of the newly formed nation of Mexico.

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Pasodoble Dance

Pasodoble is a Spanish dance style which imitates bullfighting. The leader of the dance imitates the bullfighter while the follower imitates the cape of the bullfighter. Pasodoble is danced mostly by professional dancers due its strictly choreographed steps. This page is an introduction on how to dance the Pasodoble.

Pasodoble is a performance dance, where the man usually represents the bullfighter and the woman represents his cape. Her dance is therefore more soft, flowing and circular, whereas he dances more aggressively. The dance is full of dramatic postures. They often occur during intense moments in the music. The man sometimes stamps in the ground like a bullfighter stamps to get the attention of the bull.

The rhythm of the dance is 1–2–1–2. The dance has about 60 beats a minute. The woman usually wears a long, wide skirt to illustrate the cape. The dance requires much energy as it's very fast. The music is often very dramatic. When the dancers are in closed position, their upper bodies are touching.

Pasodoble Steps These are some common steps in Pasodoble: The chassez cape (the woman imitates a cape) The Apel (the man stamps his foot, appearing to attract attention of a bull) The Arpel (the man and woman stamp their feet, then walk in opposite directions)

Dancing Pasodoble Unlike a waltz, there is no one basic step in Pasodoble, but the dance is a choreographed performance of several different steps after each other. These steps have several things in common: The movements should be sharp and quick The steps should be march-like

Not all of the steps blend into each other, unlike other ballroom dances. Steps are added to transition from one step to another.

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TEKS Objectives for Six Flags Over TexasLate Elementary (4-5)

Chapter 110, Language Arts and Reading: 15b.2, 16b.2 – Reading/Vocabulary Development. Student understands new vocabulary and uses it correctly when reading and writing; 15b.3, 16b.3 – Reading/Comprehension of Literary Text/Theme and Genre. Student analyzes, makes inferences and draws conclusions about theme and genre in different cultural, historical, and contemporary contexts and provides evidence from the text to support his/her understanding. 15b.10, 16b.10 – Reading/Comprehension of Informational Text/Culture and History. Student analyzes, makes inferences and draws conclusions about the author’s purpose in cultural, historical, and contemporary contexts and provides evidence from the text to support his/her understanding. 15b.11, 16b.11 – Reading/Comprehension of Informational Text/Expository Text. Student analyzes, makes inferences and draws conclusions about expository text, and provides evidence from text to support his/her understanding. 15b.14, 16b.14 – Reading/Media Literacy. Students use comprehension skills to analyze how words, images, graphics, and sounds work together in various forms to impact meaning. 15b.27, 16b.27 – Listening and Speaking/Listening. Student uses comprehension skills to listen attentively to others in formal and informal settings.

Chapter 113, Social Studies: 15b.2, 15b.3, 15b.4, 16b.1, 16b.4 – History. Student understands the causes and effects of European exploration and colonization of Texas and North America; the importance of the Texas Revolution, the Republic of Texas, and the annexation of Texas to the United States; the political, economic, and social changes in Texas during the last half of the 19th century. 15b.6, 16b.6 – Geography. Student uses geographic tools to collect, analyze, and interpret data. 15b.19, 16b.21, 16b.22 – Culture. Student understands the contributions of people of various racial, ethnic, and religious groups to Texas; the relationship between the arts and the times during which they were created. Chapter 117, Music: 115b.1, 118b.1 – Foundations: music literacy. Student describes and analyzes musical sound. 115b.5, 118b.5 – Historical and cultural relevance. Student relates music to history and cultures. 115b.6, 118b.6 – Critical evaluation and response. Student listens to, responds to and evaluates music and musical performance.

Georges Bizet — Composer(1848—1875)

- Born in Paris, France- Loved music from an early age- His mother taught him piano lessons and he went to the Paris Conservatory at the age of nine (they waved the age limit) - Many of his pieces were not performed until after his death at age 37

Special points of interest:

- Bizet taught piano lessons

- His father was a voice teacher

- Bizet also wrote the opera Carmen

The farandole is a dance based on the carol “March of the Kings”. This carol originated in a region of France called Provence. There, each year, three youths are chosen to play the kings in a procession. It is a great honor to be chosen as king. The farandole is an open-chain community dance that is still popular in the County of Nice, France. The farandole is similar to the gavotte, jig and tarantella.

About the Music

Farandole from“L’arleseinne Suite 2”

The French flag flew over Texas from 1685 to 1690.

French explorer, Robert La Salle, hoped to start a settlement in the French Louisiana Territory at the mouth of the Mississippi River. Not realizing that he was actually in Texas, he established Fort St. Louis on Matagorda Bay. Life was extremely hard for these settlers — within five years they had all been killed by Indians or disease.

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Farandole

Formation: Line of dancers, hands joined, leader on left end.

Steps: Skipping, or walking

Leader dances around the available space, creating patterns to amuse and challenge.

Here are some common patterns:

Snake:

Simply dance around the available space,making up patterns.

Spiral:

Lead the line in a spiral toward thecentre, then turn over the left shoulderto lead out of the circle.

The farandole is essentially a hands-joined musical game of follow the leader. Many sources consider it to be an ancient French dance, probably descended from Greek labyrinth dances, and various kinds of spiraling and winding figures are found in many dances from other cultures. The leader is often distinguished in some way – holding a scarf, hat or decorated pole. In more sophisticated versions, the leader may sing a verse which the others echo, or execute fancy steps which the others must copy.

Is the Farandole Major or Minor?

Play the White keys from C to C. This is a major scale.

Now play the white keys from A to A. This is a minor scale.

Once you have led several of these variations, it is timeto transfer leadership to someone else in your group.*

Thread the needle:

Lead the dancers through one or severalarches. Note that this will require thedancers to adjust their hands in order totwist around under the arch, and therewill be interruptions of the flow.

Ball of Wool:

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This begins like the spiral. When the center gets fairly tight, a few (3–4) center dancers stop moving (keep holding hands!), and this will result in a tightly packed (and very friendly) ball. When the outside dancers have completely wrapped the line, the leader ducks down (keep holding hands!) and wiggles out backwards through the crowd. The line will unwind from the center, just like a ball of wool.

*Farandole dance instruction from www.marianrose.com/resources/

AllegroA

Three great kings I met at ear ly morn, With all their-

ret in ue were slow ly march ing Three great kings I met at ear ly- - - - -

morn, were on their way to meet the new ly

B

born With gifts of-

gold brought from far a way, And val ant war riors to guard the king ly- - - -

treas ure With gifts of gold brought from far a- -

way, And shields all shi ning in their bright ar ray- -

March of the KingsFrench CarolPiano Accompaniment on page PA 44

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Guadalajara

Jose “Pepe” Guizar — Composer(1912—1980)

- Born in the capital of Jalisco, Guadalajara - He went to law school before he became a composer- Nicknamed “The Musical Painter of Mexico”- He was a folkloric composer who strove to "dress up" Mexican music

Special points of interest:

- Pepe was also an actor, singer, and pianist

- He was in the movie Down Argentine in 1940

Guizar is best remembered for "Guadalajara," a Mexican standard that paid tribute to his home town of Guadalajara, Jalisco. Guízar not only wrote about the Mexican state of Jalisco, he wrote about Mexico in general, and his songs really did bring Mexico to life as effectively as the country's best painters. In Guadalajara (the second largest city in Mexico), an outdoor plaza has been named after Guízar: La Plaza de los Mariachis (or ‘Mariachi Square’ in English) includes a plaque in honor of Guízar as well as a brass bust of mariachi star, Silvestre Vargas (who founded the legendary Mariachi Vargas de Tecalitlán — one of Guízar's main influences — in the late 1890s). Over the years, "Guadalajara" has been recorded countless times — usually by traditional Mexican mariachi and ranchera artists, although it also lends itself to a norteño or banda setting. The song was even performed by Elvis Presley in Paramount's 1963 movie, Fun in Acapulco.

About the Music

The Mexican flag flew over Texas from 1821 to 1836.

In 1821 Mexico gained independence from Spain and the region of Texas became part of Mexico. General Sam Houston and his army of Texans rebelled against Mexico in 1835. They fought and won independence for Texas at the Battle of San Jacinto on April 21, 1836.

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Guadalajara Lyrics

Guadalajara, Guadalajara!

Tienes el alma de provincianaHueles a límpio, a rosa tempranaA verde jara fresca del ríoSon mil palomas tu caseríoGuadalajara, GuadalajaraSabes a pura tierra mojada.Ay! colomitos lejanosAy! ojitos de agua hermanosAy colomitos inolvidablesInolvidables como las tardesEn que la llúvia desde la lomaNo nos dejaba ir a Zapopan.

Ay! Tlaquepaque pueblitoTus olorosos jarritosHacen más fresco el dulce tepachePara la birria, junto al mariachiQue en los parianes y alfarerías Suenan con triste melalía.

¡¡ARRIBA LAS CHIVAS!!

Ay! Laguna de ChapalaTienes de un cuento la mágiaFuerte de ocasos y de alboradas De enamoradas noches lunadasQuieta Chapala es tu lagunaNóvia romántica como ninguna.

Ay! Guadalajara hermosaQuiero decirte una cosa.Tu que conservas el agua del pozoDe tus mujeres lo más hermoso.Guadalajara, Guadalajara!Tienes el alma más mexicana.

Ay, ay, ay!Ay, ay, ay!Guadalajara, Guadalajara!

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AllegroA

Three great kings I met at ear ly morn, With all their-

ret in ue were slow ly march ing Three great kings I met at ear ly- - - - -

morn, were on their way to meet the new ly

B

born With gifts of-

gold brought from far a way, And val ant war riors to guard the king ly- - - -

treas ure With gifts of gold brought from far a- -

way, And shields all shi ning in their bright ar ray- -

March of the KingsFrench CarolPiano Accompaniment on page PA 44

Mariachi Mariachi is a genre of music that originated in the State of Jalisco, Mexico during the colonial period. It is an integration of stringed instruments highly influenced by the cultural impacts of the historical development of Western Mexico. Throughout the history of mariachi, musicians have experimented with brass, wind and percussion instruments. In addition, sociohistorical factors have influenced the repertoire through the performance of diverse regional song forms, as well as the evolution of the performance attire. Mariachi found its essence during the postcolonial era, blossomed during the nationalist era, and has made a global impact in contemporary times.

The mariachi ensemble generally consists of violins, trumpets, a classical guitar, a vihuela (a high-pitched, five-string guitar), a guitarrón (a large acoustic bass guitar), and occassionally a harp. The musicians dress in silver-studded charro outfits with wide-brimmed hats. The original Mariachis were Mexican street musicians or buskers, but many today are professional entertainers. Professionals can usually play more than one instrument and all can sing.

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Guizar is best remembered for "Guadalajara," a Mexican standard that paid tribute to his home town of Guadalajara, Jalisco. Guízar not only wrote about the Mexican state of Jalisco, he wrote about Mexico in general, and his songs really did bring Mexico to life as effectively as the country's best painters. In Guadalajara (the second largest city in Mexico), an outdoor plaza has been named after Guízar: La Plaza de los Mariachis (or ‘Mariachi Square’ in English) includes a plaque in honor of Guízar as well as a brass bust of mariachi star, Silvestre Vargas (who founded the legendary Mariachi Vargas de Tecalitlán — one of Guízar's main influences — in the late 1890s). Over the years, "Guadalajara" has been recorded countless times — usually by traditional Mexican mariachi and ranchera artists, although it also lends itself to a norteño or banda setting. The song was even performed by Elvis Presley in Paramount's 1963 movie, Fun in Acapulco.

The Flag of the Republic of Texas flew from 1836 to 1845.

The Republic of Texas was created on March 2, 1836. Sam Houston was elected the first president of the republic. The town of Waterloo was chosen to be the capitol and it was renamed “Austin” in honor of Stephen F. Austin. The last president of the Republic of Texas, Anson Jones, was elected in 1844. He ruled just one year before Texas joined the United States.

June Hershey — Lyrics Don Swander — Music

- Unofficial state song of Texas- Gene Autry sang this song in the movie Heart of the Rio Grande- Spent five weeks at the top of Your Hit Parade charts in 1942

Deep in the Heart of Texas

Special points of interest:

- Many singers have recorded this song including Ray Charles

- Old cowboy movies used this song

- A “doggie” is a cow in this song

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The stars at night, are big and bright,deep in the heart of Texas,The prairie sky is wide and high,deep in the heart of Texas.The sage in bloom is like perfume,deep in the heart of Texas,Reminds me of, the one I love,deep in the heart of Texas.

The coyotes wail, along the trail,deep in the heart of Texas,The rabbits rush, around the brush,deep in the heart of Texas.The cowboys cry, "Ki-yip-pee-yi,"deep in the heart of Texas,The dogies bawl, and bawl and bawl,deep in the heart of Texas.

Lyrics

The stars at night, are big and bright,(Gesture with your arms to the sky)

Deep in the heart of Texas,(Draw a heart over your heart)

The prairie sky is wide and high,(Open arms wide)

The sage in bloom is like perfume,(Pretend to smell a flower)

Reminds me of, the one I love,(Point to your head)

The coyotes wail, along the trail,(Pretend to howl)

The rabbits rush, around the brush,(Hop in place)

The cowboys cry, "Ki-yip-pee-yi,"(Pretend to throw a lasso)

The doggies bawl, and bawl and bawl,(Bend at waist and pretend to be a longhorn —

use your arms as horns)

Movement Exercise

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When Johnny Comes Marching Home

Patrick Gilmore — Composer(1829-1892)

- Born in Ireland- Started music career at age 15- Was a fine cornet player- Founded two music festivals in Boston after the Civil War.- Lead the celebration for the dedication of the Statue of Liberty. Also started the tradition of ringing in the New Year in Times Square, New York.

The lyrics to When Johnny Comes Marching Home were written by the Irish-American bandleader Patrick Gilmore while serving in the Union army during the American Civil War. The tune came from the song, “Johnny I Hardly Knew Ye”.

Its first sheet music publication was deposited in the Library of Congress on September 26, 1863, with words and music credited to "Louis Lam-bert". It’s not clear why Gilmore wrote under this pseudonym, though it was popular for composers during his time to use different names.

About the Music

The Confederate Flag flew over Texas from 1861 to 1865.

When the Civil War broke out in 1861, the state of Texas decided to join with the southern Confederate states. The last battle of the Civil War was fought at Brownsville on May 11, 1865 — a month after the formal surrender of General Lee at Appomattox. Texas was readmitted to the Union on March 30, 1870.

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When Johnny Comes Marching Home

The Civil War threatened to split the United States in the early 1860’s. Songs from this period celebrated victories or mourned defeats. The songs told of patriotism and hope for freedom. Other songs were for pure enjoyment.

1. Ask the students what they know about the Civil War.

2. Discuss the time period (1861-1865) and some of the issues involved (economics, states’ rights, slavery, etc.).

3. Have the students listen to the introduction about this period in our history and name, and discuss briefly, any songs of this era they may already know.

The Civil War

Have students learn the following marching cadence, then march around the room while reciting it:

Left! Left! Left, right, left!I had a good home and I left.

Left! Left, right, left!I left my wife and 48 children

at home in the kitchenin starvin’ condition

without any gingerbread left. Left! Left, right, left!

Movement Exercise

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John Phillip Sousa — Composer (1854—1932)

- American March King- Began studying the violin at an early age- Joined the Marines at the age of 13- Head of the Marine Band for 12 years- His own band, The Sousa Band, toured the world from 1892—1931, playing 15,623 concerts

Special points of interest:

- In 1987, Congress passed a law making ‘The Stars and Stripes’ Forever the National March.

- Many bands all over the U.S.A. play this march on the Fourth of July.

The Stars and Stripes Forever is the national march of the United States of America. Sousa wrote that he composed the march on Christmas Day, 1896. He was on an ocean liner on his way home from a vacation with his wife in Europe. The Stars and Stripes Forever follows the standard American march form. Its trio is the most famous part of the march. Most bands adopt the Sousa band practice of having one or three (never two) piccolo players play the famous obbligato in the second trio.

About the Music

The Stars and StripesForever

The US Flag flew over Texas from 1845—1861 and 1870—present.

In 1845, Texas became the 28th state of the United States. The U.S. president at the time was James K. Polk. In a special ceremony, J. Pinckney Henderson became the first governor of the State of Texas.

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Sousa Wrote Words — Sing Along

Let martial note in triumph floatAnd liberty extend its mighty handA flag appears 'mid thunderous cheers,The banner of the Western land.The emblem of the brave and trueIts folds protect no tyrant crew;The red and white and starry blueIs freedom's shield and hope.

Other nations may deem their flags the bestAnd cheer them with fervid elationBut the flag of the North and South and WestIs the flag of flags, the flag of Freedom's nation.

Other Words Written to the March Be Kind to your web-footed friends

Be kind to your web-footed friends

For a duck may be somebody's mother

Be kind to your friends in the swamp

Where the weather is very, very damp [pronounced to rhyme with "swamp"]

Now, you may think that this is the end...

WELL, IT IS!

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pat

all

triangles and finger cymbals

drum

tambourines

wood blocksIntroduction

61

53

37

45

29

21

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Stars and Stripes ForeverUse this listening map to help you follow "The Stars and Stripes Forever by John Philip Sousa.

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all instruments

all instruments

drums

125

117

93

101

109

89

85

81

77

73

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STRINGSThe string family is the largest section of the

orchestra. The four main stringed instruments look similar but are all different sizes. Each can be played by plucking the strings with the fingers or with a bow, which is pulled back

and forth across the instrument’s four strings.

The VIOLIN is the smallest of the string instruments and can play the highest notes. The violin often plays the melody — this is the tune you will be humming after you leave a performance.

The VIOLA is slightly larger than the violin. Because it is bigger, it can play lower notes. Since the viola is only a little bit bigger than the violin it can be hard to tell them apart. The viola plays many beautiful melodies just like the violin.

The CELLO is much large than the violin and the viola. It is so large that the cellist must sit on a chair holding the cello between his or her knees in order to play. The cello often plays accompaniment parts.

Because it is the largest of the stringed instruments, the DOUBLE BASS plays the lowest notes. This instrument is so large that the bass players have to stand up or sit on tall stools to play it. The bass often plays accompaniment parts with the cello.

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WOODWINDS

The FLUTE is made of metals such as silver, gold or platinum. The player produces musical notes by blowing air into a hole in the side of the instrument. Flutists change notes by pressing down round, metal buttons called keys. The flute has a very high, light and beautiful sound much like that of a bird.

Woodwind instruments produce sound when players blow air into them. All of these instruments were originally made out of

wood, which is why they are called woodwinds!

The OBOE makes its sound when the player blows air through a mouthpiece containing cut pieces of bamboo called a ”reed.” In the case of the oboe, the player ties two reeds together to make a “double reed.” The oboe has a very clear, penetrating sound. It is a very important instru-ment, as the oboist is the player who tunes the whole orchestra before every concert.

The CLARINET looks much like the oboe, but is a little bit larger. The clarinetist makes a sound by blowing through a single reed attached to a mouthpiece. The clarinet can play very high and very low, very soft or very loud. They are used for many types of music, including classical, jazz and folk.

The BASSOON is the largest of the main woodwind instruments. It looks like three wooden poles attached together. In fact, the Italian word for bassoon means “bundle of sticks.” The bassoon has the lowest sound of the woodwind instruments.

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BRASSThe brass instruments are long brass tubes curled and bent into different shapes. They flare out at one end into what is called a bell. At the other

end of the instrument is the mouthpiece. The sound of the brass instruments is produced by the vibration of the player’s lips as they blow through the

mouthpiece. To change notes, brass instruments either have buttons, called “valves,” or a slide.

The FRENCH HORN is a very long tube that is twisted and curled into an instrument about one foot wide. If you untwisted the tube, it would be 12 feet long! French horns can have a very mellow sound, but they are also often used for hunting calls.

The TRUMPET is the smallest brass instrument. It can play the highest notes of all the brass instruments and often

plays in marches or fanfares.

The TROMBONE is the only brass instrument that does not use valves. Instead, the player moves a curved tube, called a “slide,” back and forth in order to change notes.

The TUBA is the largest and lowest sounding instrument in the brass section. If you uncoiled the tuba it would be 35

feet long!

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Percussion instruments make sound when players strike, shake or scrape them. This section contains many different instruments.

PERCUSSION

One of the most commonly used percussion instruments is the TIMPANI. Timpani are drums that look like huge copper bowls with a special covering stretched over the top. The timpani are played by striking the covering with padded sticks, called “mallets.” Timpani are one of the only percussion instruments that produce a definite pitch. They come in many different sizes.

Other common percussion instruments are the SNARE DRUM, BASS DRUM, TRIANGLE and CYMBALS. The snare drum, bass drum and triangle all make sounds when they are struck by a mallet or stick. Cymbals make sounds when they are clashed together.

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MUSICAL VOCABULARY

Here are some words you need to know before the concert:

Members of the Orchestra

1. String Section — the string section consists of the Violins, Violas, Cellos and Basses. Stringed instruments are played by drawing a bow across the strings or by plucking the strings with the fingers.

2. Woodwind Section — the woodwind instruments are the Flute, Oboe, Clarinet and Bassoon. Woodwind players produce sound by blowing air into a mouthpiece. Most woodwind instruments have reeds, which vibrate very quickly to produce the sound of the instrument.

3. Brass Section — the brass instruments are the French Horn, Trumpet, Trombone and Tuba. Brass players make sound by “buzzing” their lips while blowing into the mouthpiece. Brass players change notes with the help of valves or slides.

4. Percussion Section — there are hundreds of different percussion instruments! Some of the most common are the Tympani, Snare Drum and Cymbals. Percussion instruments make sound when the percussionist strikes or shakes them.

5. Conductor — the conductor tells the musicians when and what to play. The conductor gives the musicians non-verbal signals either with his hands or by using a small stick called a baton.

6. Concertmaster/Concertmistress — the concertmaster/concertmistress is the first violin player in the orchestra. He/She is the leader of the string section and will play most solos for the violin.

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Other Musical Terms

1. Melody — a musical line that is the “tune” of the piece. This is the part you will probably be humming when you leave the concert!

2. Countermelody — a second musical line that intertwines with the melody.

3. Accompaniment — a musical line that is secondary to the melody. Accompaniment parts support the melody.

4. Chord — two or more notes played at the same time.

5. Solo — part of a composition written for a single instrument.

6. Cadenza — an extended and embellished solo. Cadenzas are intended to feature the soloist.

7. Unison — the sounding of the same note by two or more players. In a unison piece of music, the players do not have different parts, but all play together.

8. Tuning Note — the note the Oboe plays before a concert. All the other players tune their instruments to this exact pitch.

9. Folk Music — any music that comes from a common culture. This music is most often passed on orally from generation to generation.

10. Revista — the Spanish term for a vaudeville-style musical revue.

11. Zarzuela — a form of Spanish opera that alternates between spoken dialogue and song.

12. Pasodoble — means “double step” in Spanish. A lively, march-like style of dance. Pasodoble originated in France, but was inspired by the Spanish bullfight.

13. March — a piece of music that is regularly accented, usually in duple meter, and is appropriate to accompany marching. 14. Prodigy — a person with uncommon/rare talents.

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